Antiracism

Introduction: Education for Citizenship and Democracy is Necessarily Antiracist

Any educational programme associated with citizenship and democracy is required to be intrinsically antiracist. Racism is a barrier to citizenship and is the antithesis of democracy. A racist perspective denies the fundamental claims of democracy and human rights. Both democracy and human rights depend on an understanding and agreement that all human beings are entitled to equal respect for their dignity and equal rights. Racism is a set of beliefs and practices, explicit or unwitting, premised on the greater entitlement of one group to both respect and rights. Racism therefore undermines the very basis of democracy and human rights. Its antidote is antiracism.

Democracy is a world view as much as a form of governance. It is a project usually embodied in a set of institutions and an explicit commitment to strengthen human rights. A healthy culture of democracy requires that its institutions constantly enhance their democratic credentials and seek to become more inclusive. This implies that those working in and with institutions, including schools, should be alert to the limitations of democracy and the barriers faced by citizens who are entitled to participate but who may face discrimination. One major barrier to participation and equality that exists in societies across the world is racism.

Antiracism is a position and perspective that seeks to preserve, protect and promote democracy. A minimal definition of antiracism is that: ‘It refers to those forms of thought and practice that seek to confront, eradicate and/or ameliorate racism. Anti-racism implies the ability to identify a phenomenon - racism - and to do something about it’ (Bonnett, 2000: 4).

An antiracist perspective within education for democracy and citizenship consequently needs to develop understandings of

• why racism is so inimical to democracy and human rights;
• different and mutating forms of racism and their consequences; and
• strategies for opposing racism.

This agenda may appear to be common sense and uncontroversial. It is founded on the entirely logical argument that if racism is an ideology or a practice or a phenomenon that corrodes or denies democracy and [Page 330]human rights, then supporters of democracy and human rights must, of course, attempt to understand it and oppose it.

The fact remains that antiracism is a term that it has become difficult to use rhetorically. It is often perceived as a controversial topic to be treated with extreme caution. Those who may be disinclined to address racism in citizenship education have found support from one extremely eminent promoter of citizenship education in the UK. Bernard Crick has criticized antiracism as a pedagogical strategy, arguing instead for ‘indirect approaches’. Given the immense prestige he has deservedly enjoyed, such opinions may often be accepted without question.

I will argue that what Crick warns against is a pedagogical model that, if it has ever existed, is far from anything that I or colleagues involved in teacher education or inspection would ever recommend as good practice in citizenship education. We can agree that discussions of racism require great sensitivity on the part of the teacher. However, Crick bases his conclusion on a parody of a lesson. He argues that: ‘explicit attacks on racism or teaching anti-racism full frontal can prove inflammatory - just what the racist white lads will look forward to in classroom discussion, or disruption’ (Crick, 2000: 134).

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